Bibliography: Bilingual Education (page 264 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Susana A. Eisenchlas, William C. Ritchie, Qiaoya Huang, Maria Kambanaros, Santa Fe. New Mexico State Dept. of Education, Xiaoning Chen, Emese Boksay Pap, Fiona Lyddy, Miwa Takeuchi, and Christine E. Parsons.

Le Pichon, Emmanuelle; de Jonge, Maretha (2016). Linguistic and Psychological Perspectives on Prolonged Periods of Silence in Dual-Language Learners, International Journal of Bilingual Education and Bilingualism. In this paper, we present an examination of the literature on prolonged periods of silence in children from the perspective of two different scientific fields. The aim is to call attention to the inherent complexity of the factors that may be involved in the etiology of mutistic behavior during child development. Medical and linguistic literature on the subject is sparse and an integrated view by both disciplines on this phenomenon is lacking. A framework for research is proposed, pointing out the urgent need for interdisciplinary approaches to understand prolonged periods in dual-language learners in order to overcome under- or over-referral for selective mutism and the current lack of reliable evidence-based recommendations for practitioners.   [More]  Descriptors: Bilingualism, Language Acquisition, Interdisciplinary Approach, Language Processing

New Mexico State Dept. of Education, Santa Fe. (1995). A Guide for Personnel in Special Education, Indian Education, Bilingual And Multicultural Education, To Serve the Students of New Mexico, 1995-96. This guide lists the needs of New Mexico schools and agencies in the areas of special education, Indian education, and bilingual and multicultural education. Following the state department of education vision statement and the state board of education policy framework, the guide describes the state's recreational opportunities and colorful history, and provides information on how to obtain a visitor's guide and on opportunities for professional growth. Name, address, phone number, SpecialNet address, and contact person are given for each of the state's 89 school districts. Local education agencies, regional center cooperatives, and state-supported educational programs are listed. The section on the Office of Bilingual-Multicultural Education provides a brief description of the program and its requirements, and lists all districts that implement bilingual and multicultural education. The state's Office of Indian Education is described, including mission statement, the office's responsibilities, and a list of full- and part-time positions available in Indian education. A section on the Special Education Office discusses its responsibilities and lists projected needs for special education teachers and personnel for 1995-96 by district. Includes information and application procedures for professional licensure in New Mexico, a map of school districts, and a licensure application form.   [More]  Descriptors: American Indian Education, Bilingual Education, Elementary Secondary Education, Employment Opportunities

Fairclough, Marta; Belpoliti, Flavia (2016). Emerging Literacy in Spanish among Hispanic Heritage Language University Students in the USA: A Pilot Study, International Journal of Bilingual Education and Bilingualism. This pilot study identifies some lexical aspects of the emerging writing skills in Spanish among receptive English/Spanish bilingual students with little or no exposure to formal study of the home language upon entering a Spanish Heritage Language Program at a large public university in the Southwestern United States. The 200+ essays analyzed in the study are the last section of an online placement and credit exam that all incoming students take before enrolling in Spanish courses. The study focuses on lexical richness by analyzing lexical density, profile, and variation. It also measures transfer from English in the form of code-switches, borrowings, calques, and lexical creations. This exploratory study complements previous research and provides valuable information to the profession about the learning needs of this student population.   [More]  Descriptors: College Students, Hispanic American Students, Emergent Literacy, Spanish

Tragant, Elsa; Marsol, Anna; Serrano, Raquel; Llanes, ÃÄngels (2016). Vocabulary Learning at Primary School: A Comparison of EFL and CLIL, International Journal of Bilingual Education and Bilingualism. Comparative studies in content and language integrated learning (CLIL) often show CLIL students to be at something of an advantage over their non-CLIL peers. However, such studies are often difficult to interpret given problems of cross-group comparability (different schooling systems, different number of instructional hours, bias attributable to selection/self-selection, etc.). This study focuses on a single group of schoolchildren (n = 22), aged eight years old, that were exposed to English as a foreign language (EFL) instruction in the fall term and to CLIL instruction (Science) in the winter term. The main objectives are to analyze the vocabulary of the class materials and to examine gains in productive lexical knowledge. Our results show that students were exposed to a greater number of words and to more abstract and technical vocabulary in the CLIL materials, but that they made significant progress in vocabulary learning in both contexts. The study also reveals that learning English through Science proved to be a more challenging experience than learning English in the EFL class.   [More]  Descriptors: Vocabulary Development, Comparative Analysis, Comparative Testing, English (Second Language)

Parsons, Christine E.; Lyddy, Fiona (2016). A Longitudinal Study of Early Reading Development in Two Languages: Comparing Literacy Outcomes in Irish Immersion, English Medium and Gaeltacht Schools, International Journal of Bilingual Education and Bilingualism. Schools in Ireland vary in how they introduce reading in the two official languages, Irish and English. There is particular variability within immersion (Irish medium) schools. Some introduce Irish reading first (IRF) and others English reading first (ERF). This study compared the development of Irish and English skills in children attending different school types, assessing word reading, decoding and vocabulary at three time points (second, third and fourth year of schooling). Children attending Irish-medium schools and a school in an Irish-speaking (Gaeltacht) community performed significantly better than children attending an English-medium school on the Irish tasks. Differences between the IRF and ERF school children were evident only at the first time point, with IRF children showing an early advantage in decoding. Differences between the school groups on the English tasks were largely resolved by the fourth year of schooling. Comparing the Irish-medium groups on English reading, the Gaeltacht group initially lagged behind the others, but there was no difference by the fourth year of schooling. These findings suggest that the language in which reading is formally introduced is not critical to later reading attainment. Furthermore, teaching through Irish was associated with Irish language advantages, without detriment to English reading skill as measured here.   [More]  Descriptors: Literacy, Bilingualism, Second Language Learning, Longitudinal Studies

Henry, Alastair (2016). Enablements and Constraints: Inventorying Affordances Associated with Lingua Franca English, International Journal of Bilingual Education and Bilingualism. Transcultural flows of capital, culture and communication have created conditions for the widespread movement of people around the globe, leading to increasing diversity in countries of destination. In contexts of global migration lingua franca English is indispensable in initial and survival communication. For migrants to northern European countries where lingua franca English functions as a "contact language" in "contact zone encounters", it is of value not only as a communication medium, but also as a resource for learning typologically similar host-country languages. Drawing on the concept of affordances, the purpose of this study is to create an inventory of the ways in which English can facilitate, but also constrain social interaction and the acquisition of Swedish. Interviews conducted with 14 recently arrived migrants with English in their repertoires revealed the presence of enabling and constraining affordances in "social", "classroom", "material" and "cognitive" domains. Discussing the study findings, it is suggested that the ways in which the individual attunes to an affordance associated with English, perceiving it as either enabling or constraining, is dependent on their current motivational and affective state and in-the-moment cognitive processing.   [More]  Descriptors: Official Languages, English (Second Language), Second Language Learning, Swedish

Eisenchlas, Susana A.; Schalley, Andrea C.; Moyes, Gordon (2016). Play to Learn: Self-Directed Home Language Literacy Acquisition through Online Games, International Journal of Bilingual Education and Bilingualism. Home language literacy education in Australia has been pursued predominantly through Community Language Schools. At present, some 1,000 of these, attended by over 100,000 school-age children, cater for 69 of the over 300 languages spoken in Australia. Despite good intentions, these schools face a number of challenges. For instance, children may lack motivation and perceive after-hours schooling as an unnecessary burden. Trained teachers and suitable teaching materials are often not available. Moreover, not every language can be offered in each city or region. Hence, home language speakers' needs are often not met. This situation has detrimental effects for children, families and communities, and entails a loss of opportunities for the country. Reporting on an alternative approach, this paper presents a pilot study conducted in Australia with English-German bilinguals. We sought to investigate whether primary school-aged children can self-direct their home language literacy acquisition through playing online educational games in the privacy of their homes and with little adult input. Results indicate that the games can be effective in promoting emergent literacy development. Thus, such a grassroots approach could become a viable option for multilingual societies, addressing some of the practical challenges faced by, for instance, Community Language Schools.   [More]  Descriptors: Native Language, Language Acquisition, German, Bilingualism

Huang, Qiaoya; Chen, Xiaoning (2016). Examining the Text Quality of English/Chinese Bilingual Children's Picture Books, International Journal of Bilingual Education and Bilingualism. As a branch of multicultural literature, bilingual children's picture books present a special opportunity for readers to expand their horizons and knowledge of other cultures. The researchers took a closer look at the text quality of 31 English/Chinese bilingual children's picture books. These bilingual books were examined on the aspects of the English text's quality, the Chinese text's quality, and the correspondence between the English text and the Chinese text. The findings suggested that while the English text had no obvious issues, the Chinese text lacked quality. In addition, the researchers noticed that the Chinese text appeared subordinate when comparing the two texts.   [More]  Descriptors: Childrens Literature, Picture Books, Cultural Awareness, Content Analysis

Pap, Emese Boksay (2016). Composing a Narrative Story in a Third Language: Multilinguals' Reliance on Multiple Languages in an L3 Linguistic Task, International Journal of Bilingual Education and Bilingualism. This paper reports on the results of an exploratory study that employed the concurrent think-aloud method to investigate narrative text-creating strategies of multilingual Transylvanian-Hungarians in English, their third language. The study explored the participants' reliance on their different languages as they composed a story in English based on a series of wordless pictures. The study gave special attention to the role of the participants' language of education in the composition process. It also looked at the mental processes for creating content in their third language. Study participants were Hungarian-Romanian bilingual students at two Transylvanian schools whose language of education was Romanian at one and Hungarian at the other. Study findings appear to suggest that the languages used by multilinguals have distinct roles in the process of tackling a composition task in a third-language text. While composing the target language text, study participants used their first language mostly for task identification and self-regulation, and employed their second language, Romanian, mainly as linguistic assistance in the process of creating the target language content.   [More]  Descriptors: Hungarian, Romance Languages, Language of Instruction, Multilingualism

Bhatia, Tej K.; Ritchie, William C. (2016). Emerging Trilingual Literacies in Rural India: Linguistic, Marketing, and Developmental Aspects, International Journal of Bilingual Education and Bilingualism. This paper examines emerging forms of multilingualism and multiliteracy in rural India (where the term "literacy" is used broadly here to include digital media literacy and marketing literacy as well as literacy in the traditional sense of the knowledge of a writing system). Here forces of globalization and digital communication have created unique communication circumstances that have a serious bearing on our understanding of multilingualism and on theoretical and practical issues concerning literacy in developing and rural societies. The newly emerging form of bimodal communication (man-machine and verbal-visual) is a product of a new village institution called an e-"Choupal," a meeting place housing a computer with Internet access, where local farmers meet to learn about developments in farming, crop prices, etc., on the basis of contact with the world beyond the village through the use of computers. Traditionally, communication between members of the rural population and members of the mainstream population has been limited to the use of a mainstream variety–in this case, either Indian English or Standard Hindi–rather than the nonmainstream varieties of the rural population. In many cases in this as well as in other societies, this circumstance has lead to an instance of subtractive bilingualism in which the rural varieties have become less used and, eventually, extinct. In an e-"Choupal," the local rural dialect plays a central role in communication between the manager of the e-"Choupal" and the e-"Choupal's" rural clientele, thus providing a case of additive multilingualism for the rural population through which the rural varieties will play a major role and will therefore have a chance to avoid extinction. Not only does the use of the local variety improve accuracy of communication, it also creates a high level of trust between the manager and the clientele based on shared sociolinguistic identity. This shared identity leads to a high level of success in the functioning of the e-"Choupal" as a center for the diffusion of innovations as predicted by Rogers' general framework for the study of such centers; the paper proposes an analysis in terms of this framework. In addition, we analyze this case in terms of three contemporary theoretical research traditions–Social Identity Theory, Communication Accommodation Theory, and Markedness Theory.   [More]  Descriptors: Foreign Countries, Rural Areas, Multilingualism, Multiple Literacies

Cho, Hyonsuk (2016). Formal and Informal Academic Language Socialization of a Bilingual Child, International Journal of Bilingual Education and Bilingualism. This ethnographic case study examines a bilingual child's academic socialization in both formal and informal academic communities. The study follows a high-achieving, bilingual student in a public US elementary school, who paradoxically is seen as a slow learner in her Korean-American Sunday school. From the academic socialization and community of practice perspectives, 360 contextual, interactional, and interview events gathered from both communities over the course of one year are analyzed. The findings indicate that explicit norms and peer collaboration have a considerable effect on a child's socialization in a formal academic school context, and furthermore, that the lenient, undisciplined environment and diverse language ideologies present in an informal bilingual academic context, such as a church's Sunday school, also considerably influence a child's socialization. This paper discusses how a bilingual child constructs multilingual and multicultural competences and identities through diverse and even conflicting socialization experiences from two different learning contexts.   [More]  Descriptors: Case Studies, Ethnography, Bilingualism, Academic Discourse

Tedick, Diane J., Ed. (2005). Second Language Teacher Education. International Perspectives, Lawrence Erlbaum Associates (Bks). The education of second language teachers takes place across diverse contexts, levels, settings, and geographic regions. By bringing together research, theory, and best practices from a variety of contexts (ESL/EFL, foreign language, bilingual and immersion education), this book contributes to building meaningful professional dialogue among second-language teacher educators. Featuring an international roster of authors, the volume is comprised of 18 chapters organized in four thematic sections: the knowledge base of second language teacher education; second language teacher education contexts; collaborations in second language teacher education; and second language teacher education in practice. Second Language Teacher Education: International Perspectives is an essential professional resource for practicing and prospective second language teacher educators around the world. Following a foreword and preface by S. J. Hudelson, this book is divided into four parts. Part I, The Knowledge Base of Second Language Teacher Education, presents the initial six chapters: (1) Introduction (D. J. Tedick); (2) Second Language Teacher Learning and Student Second Language Learning: Shaping the Knowledge Base (E. Tarone and D. Allwright); (3) Response to Tarone and Allwright (D. Freeman and K. E. Johnson); (4) Introspection and Retrospection as Windows on Teacher Knowledge, Values, and Ethical Dispositions (A. Scarino); (5) The Professional Development of Working ESL/EFL Teachers: A Pilot Study (B. Johnston, F. Pawan, and Mahan-Taylor); and (6) Toward Linking Teacher Knowledge and Student Learning (D. Freeman and K. E. Johnson). Part II, Contexts of Second Language Teacher Education, presents the next series of chapters: (7) Introduction (D. J. Tedick); (8) The Power of Tests Over Teachers: The Power of Teachers Over Tests (E. Shohamy); (9) Contexts and Policy Reform: A Case Study of EFL Teaching in High School in Japan (S. Hiramatsu); (10) Toward a Comprehensive Conceptualization of Teaching Assistant Education: Contents, Commitments, Structures (H. Byrnes); and (11) A Conscious and Deliberate Intervention: The Influence of Language Teacher Education (L. Poynor). Part III, Collaborations in Second Language Teacher Education, continues with: (12) Introduction (D. J. Tedick); (13) Build It and They Will Come: Realising Values in ESOL Teacher Education (J. Edge); (14) The Impact of Action Research on Teacher Collaboration and Professional Growth (L. C.Smith); (15) Developing Self, Developing Curriculum, and Developing Theory: Researchers in Residence at Patrick Henry Professional Practice School (S. Cormany, C. Maynor, and J. Kalnin); and (16) Improving ESL Instruction in a Bilingual Program through Collaborative, Inquiry-Based Professional Development (N. E. Dubetz). Part IV, Second Language Teacher Education in Practice, concludes the book with: (17) Introduction (D. J. Tedick); (18) Key Themes in TESOL MA Teacher Education (M. A. Snow); (19) The Dialogic Process of Capturing and Building Teacher Practical Knowledge in Dual Language Programs (N. Cloud); (20) Teacher Education through Immersion and Immersion Teacher Education: An Australian Case (T. Erben); (21) Combining Foreign and Second Language Teacher Education: Rewards and Challenges (M. Bigelow and D. J. Tedick); and (22) Preparing Preservice Teachers for English Language Learners: A Content-Based Approach (C. L. Walker, S. Ranney, and T. W. Fortune).   [More]  Descriptors: Geographic Regions, Teacher Educators, Teacher Education, Second Languages

Kambanaros, Maria (2016). Verb and Noun Word Retrieval in Bilingual Aphasia: A Case Study of Language- and Modality-Specific Levels of Breakdown, International Journal of Bilingual Education and Bilingualism. This study reports on the pattern of performance on spoken and written naming, spelling to dictation, and oral reading of single verbs and nouns in a bilingual speaker with aphasia in two first languages that differ in morphological complexity, orthographic transparency, and script: Greek (L1a) and English (L1b). The results reveal no verb/noun grammatical class differences in spoken naming or reading aloud in either language. For the written modality, only one task (spelling dictated words) in only one language (Greek) showed a grammatical class difference with verbs significantly easier to spell than nouns. Written picture naming revealed no verb/noun grammatical class difference in either language, suggesting an impairment specific to spelling processes for nouns in Greek. In general, the findings reveal no overall difference in processing verbs and nouns across languages, tasks, and modalities.   [More]  Descriptors: Verbs, Nouns, Aphasia, Bilingualism

Cohen, Cathy (2016). Relating Input Factors and Dual Language Proficiency in French-English Bilingual Children, International Journal of Bilingual Education and Bilingualism. The input factors that may cause variation in bilingual proficiency were investigated in 38 French-English bilinguals aged six to eight, of middle-to-high socio-economic status, attending an international state school in France. Data on children's current and cumulative language exposure and family background were collected through questionnaires given to parents and children. Language proficiency was measured using the standardised French and English versions of the Peabody Picture Vocabulary Test and the Student Oral Language Observation Matrix, a rating scale of oral competence, completed by children's French and English teachers. The results indicated significant correlations between the language proficiency measures and current amount of overall exposure to each language, as well as current input and output quantity. Cumulative length of exposure was also a significant predictor for all the language proficiency measures. Furthermore, the child's dominant language was a reliable indicator of variables related to language use, including the child's preferred language for speaking and reading and the language used with peers in the school playground. The implications of these findings are discussed, highlighting particularly the need to find ways of promoting the child's weaker language.   [More]  Descriptors: Young Children, Bilingual Students, French, English

Takeuchi, Miwa (2016). Transformation of Discourse: Multilingual Resources and Practices among Filipino Mothers in Japan, International Journal of Bilingual Education and Bilingualism. Family language practice can be significantly influenced by social, historical, and political contexts, especially in immigrant households where a society's minority languages are used. Set in a large city in Japan, this study examines how institutional power can affect Filipino mothers' language use at home. Drawing from the cultural historical activity theory, this study examines both individual and collective discourses. After conducting individual interviews, participants and I collectively engaged in workshops, the topics of which included child–parent communications at home, experiences of Japanese schools, and multilingual development. Interactions during the workshops revealed the characteristics of the collective discourse to mitigate the repercussion from the dominant ideology and indicated participants' heightened awareness toward a supportive parental community. The findings also highlight the paradoxical role of English for Filipino women in Japanese society. English served as a resource to empower these women, but its economic and political power also hindered them from using their first languages at home. This study highlights the institutional power affecting Filipino mothers' language use and suggests the significance of cultivating a supportive parental community.   [More]  Descriptors: Multilingualism, Mothers, Native Language, Family Environment

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